Writing assignments remain one of higher education’s most enduring ways of making learning visible. Yet generative artificial intelligence (AI) is reshaping how we think about writing as a cognitive, communicative, and evaluative act.
This 90-minute virtual workshop session at noon on Thursday, May 21, is designed for faculty, instructors, and educators who want to rethink writing assignments in ways that preserve academic rigor while responding thoughtfully to generative AI. The session moves beyond panic and polarization to help participants systematically deconstruct and reimagine writing assignments for an AI-rich world. Through historical reflection, shared vocabulary, rubric analysis, and applied redesign, participants will clarify what their assignments are truly intended to measure and leave with practical strategies to make learning more visible, equitable, and authentic while supporting transparent and responsible AI use.
Cory Stephens, DNP, RN, NI-BC, CPHIMS, FHIMSS, UMSON assistant professor, and Scott J. Riley II, PhD, instructor, Department of Pharmaceutical Sciences, School of Pharmacy, will lead the session.